Tag Archives: Bricolage

Academic/Online Writing/Responding: A Bricolage

In reading Kathleen Fitzpatrick’s Planned Obsolescence, I found myself most drawn to her chapter on authorship and the ways in which she is forwarding some of the ideas we discussed last week in relation to Lessig’s Remix.

As academics, we generally (and in turn tell our students) that there is a “right” way to critique scholars with opposing viewpoints in one’s own written work (with respect, fairness, tact, etc.). Likewise, most people would acknowledge that there is an etiquette to what sorts of comments are “appropriate” to online writing, images, video, etc. (trolls and flamers not withstanding). Yet, if we consider Fitzpatrick’s proposition that “we come to accept remix as a mode of scholarly authorship, a form of academic bricolage” (79 in Kindle), what then would the hybrid responses to such hybrid texts look like? Naturally, there are some blogs or other online publicity organs associated with scholarly journals that do allow for some amount of commenting, but I cannot think of any online journal in Victorian studies (my field) that does anything more than approximately reproduce the print journal format in pixelated form—they embrace a new technology without also embracing any of its other affordances in soliciting reader responses.

Fitzpatrick notes that it is “important to recognize that even if we never return to an article and revise it after it’s been published online, the article’s meaning will nonetheless shift and change depending on the ways that other writers interact with it” (71 in Kindle). She admits elsewhere that this is of course true of most texts, but with online texts there is the expectation that this sort of shifting, negotiating, and revising will not only happen, but will do so to a visible extent and under the eyes of a readership that will proceed to not only comment but sometimes even steer the conversation.

So then, a thought experiment: just for a moment imagine a combination of the scholarly/online modes of response, for instance, a scholarly article that allowed “comments” akin to the form of say, those on a YouTube video. Anyone would be able to see that so-and-so many people gave a piece a thumbs up or thumbs down, what people had to say about it specifically, as well as what conversations/conflicts it generated (whether thoughtful or not)—to a certain extent, perhaps this is what we have been doing all along in our class blog/Twitter feed. In any case, this approach would likely generate some productive comments, but might also…not (as is so often the case with even the most seemingly innocuous videos).

A Spirited Internet Debate
The future of academic discourse?

To give an example from YouTube (which happens to be oddly fitting in light of Fitzpatrick’s discussion of academic publishing as an “undead” form): in response to the “Bring out your dead” scene from Monty Python and the Holy Grail, one commenter going by the moniker TheFalafelRaptor responded “46 people aren’t dead yet but got thrown into the cart anyways,” which anyone who has spent any amount of time on YouTube recognizes as a fairly standard template response (taking the number of people who have given the video a thumbs down—46 in this case—and combining it with some statement that relates to the fact that these users did not align themselves with what most other people liked about the video). Yet, imagine the uproar if academic texts were treated in this way: “46 people aren’t ready to remix with Lessig.” I find myself halfway between horror and amusement at the thought.

Perhaps this type of mash-up is not quite what Fitzpatrick (or Lessig) had in mind in advocating for bricolage or remix, particularly as it pertains not only to the creation of texts. But what about responses to them? And why not?

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